Impact of an Out-of-class Activity on Students’ English Awareness, Vocabulary, and Autonomy

Guo, Siao-cing

doi:10.5746/leia/11/v2/i2/a07/guo

Cited by 25 publications

(25 citation statements)

References 14 publications

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“…Other activities of using English students suggested were writing emails, reading academic books, and searching the internet Hyland (2004), Robb and Kano (2013) did a large scale experiment and found out that in the language learning outcome there was a huge difference between those students who did extensive reading outside the classroom and those who did not. Creating and involving students in real life activities outside the classroom enlarges students' learning environment (Guo, 2011). It is also worth to mention that the study done by Guo (2011), showed that students often do not notice the language such as signs, restaurants menus, etc., in the environment outside the class.…”

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confidence: 99%

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The use of English language outside the classroom

Sargsyan

Kurghinyan

2016

Journal of Language and Cultural Education

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This article presents a study which aimed to explore in what ways Armenian EFL students use their English language knowledge outside the classroom. The study involved 38 EFL learners of different English proficiency levels, ages, and genders. Data were collected using surveys and in-depth interviews. Findings indicate that most of the Armenian EFL learners use English out of the class very often, especially with social media, listening to songs, watching movies and clips, as well as travelling and searching on the Internet. Based on the findings, specific recommendations are offered to bring the students' interests into the classroom.Keywords English, language, EFL, students, learners, outside the classroom, learning, teaching, study Introduction Nowadays, most teenagers are learning English at a fast pace. This is mostly due the advancement of technology and the fact that English is more and more the pop culture of the world. Armenian teenagers are no exceptions. They also follow this stream and use it on a daily basis. Teenagers are very fortunate since they have a variety of avenues to choose from to learn and strengthen their knowledge in English and develop their proficiency. On the one hand, technology tools such as the Ipad, Internet and smart phones, are at their fingertips which gives them the opportunity to use English outside the classroom. On the other hand, if new technologies are not easily accessible, students can watch movies, listen to music, read journals, magazines or books.

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“…It is also worth to mention that the study done by Guo (2011), showed that students often do not notice the language such as signs, restaurants menus, etc., in the environment outside the class. Therefore, teachers should bring their students' attention to those learning opportunities as well Guo (2011).…”

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The use of English language outside the classroom

Sargsyan

Kurghinyan

2016

Journal of Language and Cultural Education

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“…The outdoor activities integrated five beneficial principles, including experience, pedagogy, integrating ideas, outdoor context, and learning (Dillon, Morris, O'Donnell, Reid, Rickinson, & Scott, 2005). Besides, outdoor activities definitely promote equal opportunities for students to have learning experiences (DCSF, 2007) and increase students' awareness and autonomy in learning English (Guo, 2011). These outside class learning activities also contribute significantly to change students' personality such as improved-social and emotional development (OFSTED, 2008).…”

Section: Resultsmentioning

confidence: 99%

EFL Learners’ Perception toward an Outdoor Learning Program

Asmara¹,

Anwar²,

Muhammad³

2016

IJELS

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The aim of this study was to investigate EFL learners' perception of an outdoor learning program, called English Scout Organization which was developed to strengthen their students' interests in learning English at secondary school. For this purpose, the 20 secondary school students in YPI Darussalam Cerme Gresik, Indonesia, were given questionnaires related to the intervention program. The program was designed for sixteen sessions with the activities including simple jigsaw, drilling, and group work activities which were scheduled in a weekly program. The students were tested in the eighth session (One Day Big English Competition) and in the sixteenth session (English Camp). These two steps of evaluations were employed to check the effectiveness of the implementation and the process of all the scheduled programs and to measure students' participation levels. Based on the analysis of the data collected, it was found that they enjoyed the English Scout Program both individually and in groups. They indicated that they enjoyed non-formal activities especially playing games, competitions, and adventures and their interests towards English learning were also strengthened during the implementation of the program.

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“…There are many past studies examining this issue of providing EFL learners with these opportunities to communicate in English. For example, both Guo (2011) and Zhang (2009) pointed out that learners of their target language in the EFL circumstance often lack an opportunity to be exposed to authentic English. In such environments, the classroom could be the only target language contact for the learners.…”

Section: Literature Reviewmentioning

confidence: 99%

A Case Study of the Intensive English Program With a Field Trip to the Local Port: The First Year Attempt to Conduct the Program

Yamamoto¹,

Matsuno²,

Ugata³

et al. 2018

UCER-B

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In the English as a foreign language (EFL) environment, EFL teachers often find it difficult for their students to output what they have learned in class after their English classes. The authors of this study work in one of the national universities in Japan and also found it difficult for our students to provide opportunities to use English outside their English classes. Thanks to the local city hall and the local travel agent, the authors of this study managed to conduct a new summer intensive program which included a field trip to the local port. At the local port, our students tried to implement what they had learned on campus and communicate in English with overseas passengers on the cruise ship. The aim of this study is to examine: (1) EFL learners' perception towards the field trip to the local port in this intensive program, (2) whether the intensive program was effective for learners or not, and (3) if there were any issues in conducting the intensive course, how these could be improved. In order to collect the data, a small-scale questionnaire was used for the students who participated in this program and the total of 15 responses were analyzed. The results of this study showed that the field trip was attractive for some participants but not for other participants. Furthermore, the results suggest that although this summer intensive program contributed to encouraging learners' motivation to learn English to some extent, it still needs to be improved for future learners of English.

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Impact of an Out-of-class Activity on Students’ English Awareness, Vocabulary, and Autonomy

Cited by 25 publications

References 14 publications

The use of English language outside the classroom

The use of English language outside the classroom

EFL Learners’ Perception toward an Outdoor Learning Program

A Case Study of the Intensive English Program With a Field Trip to the Local Port: The First Year Attempt to Conduct the Program

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